Postgraduate Diploma in Inclusive Education

Purpose

This Postgraduate Diploma in Inclusive Education serves to strengthen and deepen educators, leaders and managers' knowledge. The primary purpose of this qualification is to enable working professional educators, leaders and managers to involve themselves in advanced reflection and development by means of a systematic survey of current thinking, practice and research methodology.

The qualification demands a high level of theoretical engagement and intellectual independence. Since a sustained research project is not required, this qualification will include conducting practical research work which will address contemporary and critical issues and reporting on it in the form of a Portfolio of Evidence, under supervision (Minimum Requirements for Teacher Education Qualifications (MRTEQ), February 2015.

In addition, this qualification will prepare learners for research-based Postgraduate studies in order to consolidate and deepen their expertise in education, as well as their academic and practical competence within education. This is done by developing in learners, a deep and systemic understanding of the current thinking, practice, theory and methodology related to the education field generally and Inclusive Education in particular. Learners are expected to broaden their knowledge, which will enable them to reflect critically on and evaluate their experiences, performance and progress, and to transfer and apply skills and knowledge in different educational contexts. The qualification would prepare educators, leaders and managers for an advanced leadership position and or curriculum instruction generally and specific to Inclusive Education. Learners will therefore acquire practical and foundational competences with the reflexive competence to make judgements in a wide context. Teachers are members of a profession whose definitive aim is to enable systematic learning. Upon completion of the qualification, learners who achieve the exit level outcomes will be competent teachers in the phase and subject specializations.

Rationale

There has been a long-term need in the Province to provide continuing professional development opportunities for educators to improve the quality of education to cater for inclusive classrooms. UNESCO also calls for all governments and ministries of education to adopt interventions that promote and advance implementation of inclusive education in schools (UNESCO, 2008). Based on the marginalization of some learners with various barriers to learning, section 9 of the South African Bill of Rights states that all learners have a right to equal education. In addition to the Constitution of South Africa, the Department of Basic Education introduced specific legislative framework to address the imbalances of the past (DOE, 2001).

Currently, there are limited qualified teachers to meet the needs of learners experiencing barriers to learning in the mainstream schools. There is a need for this qualification to equip teachers to address complex learning environments which are caused by socio-economic and psycho-social factors of the disadvantaged in the Province. These factors include school violence, broken families, HIV/AIDS, poor and inadequate infrastructure, drug abuse, teenage pregnancy, overcrowded classrooms and diversity in the classrooms. Teachers need to be capacitated to face the current situation in inclusive classrooms.

Due to diverse classrooms, creating opportunities to train educators for competence to manage and implement learning and teaching processes in inclusive classrooms has become a requirement in the South African education system. The qualification will help learners gain insight into the Inclusive Education (IE) policy pertaining to learners who experience barriers to learning and development; the nature of the barriers; early identification and continuous assessment; centre-of-learning-based learning support and the education network of support on the different levels, and so on.

This qualification will contribute to the satisfaction of the national need to empower/enable educators, education leaders and managers to develop inclusive education skills and knowledge needed to facilitate learning in inclusive classrooms effectively, but also to contribute to the improvement of the delivery of quality education to all learners thereby making the schools and education districts more effective in producing top results.

This qualification will not only benefit the region, but South African education as a whole in terms of inclusive education skills development. More educators with postgraduate education at the level of PGDip are needed to implement IE policy. This qualification will benefit the schools and communities in which the qualifying learners are employed and will enhance Inclusive Education implementation due to the advanced IE knowledge and skills that this qualification will offer.

The qualifying learners will teach in the mainstream and special schools. The uniqueness of the PGDip (Inclusive Education) relates to the topical issues of IE and responding to social justice. The nature of the qualification and the demand of the knowledge on IE open various opportunities and self-sustainability.

Even though the Department of Education does not have the professional bodies that qualify programs, however, there are guidelines from various documents such as Salamanca Statement, MRTEQ and White Paper 6. UNESCO, as an international monitoring body, states that learners should not be discriminated against but be catered for in equal and quality education. The South African Constitution states that all learners have a right to equal education. In addition to the Constitution, the Department of Basic Education published the Education White Paper 6 that specifically caters for learners who have learning barriers. This qualification will equip educators with specific skills to deal with learners with learning barriers. This qualification will comply with the national requirements for the implementation of the Inclusive Education Policy.

Recognition of Prior Learning (RPL)

This institution has an RPL Policy which is aligned with the NQF RPL Policy. From the institution's RPL Policy, the Faculty of Education designed own RPL Policy. It is acknowledged that prospective learners may not necessarily need to acquire this qualification by attending all the institutional courses.

There may be prospective learners who have achieved learning outcomes comparable to some of the exit level outcomes of the qualification through other learning opportunities or through work experience. These learners may apply to be assessed through RPL to gain recognition for the outcomes already achieved and to ascertain which exit level outcomes they still need in order to obtain the qualification. Recognition will only take place where prior learning corresponds to the required NQF level 8, and in terms of applied competencies relevant to the contents and outcomes of the qualification.

A formal RPL process will be implemented in order for the credits and access to the qualification to be achieved. Also the WSU and Faculties of Educational RPL Policy will apply.

Access to this qualification is determined by clear entry requirements. Any learner who wants to enter this qualification through RPL is expected to provide a portfolio of evidence (PoE) of prior learning. The applicant should draft a written application and submit this application with the PoE to the Center for Learning and Teaching Development (CLTD).

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education, NQF Level 7.

Or

• Bachelor's Degree and a Postgraduate Certificate in Education.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120/128 Credits:

Compulsory Modules, Level 8, 120 Credits.

• Addressing Learning Barriers, 20 Credits.
• Curriculum Design for Inclusive Education, 16 Credits.
• Inclsive Education , 20 Credits.
• Learning and Teaching Dynamics, 18 Credits.
• Portfolio of Evidence, 30 Credits.
• Research Methodology, 16 Credits.

Optional Module, Level 7, 8 Credits

• Integration of Technology in Learning and Teaching, 08 Credits.

1. Critically reflect on the latest developments and issues in inclusive education and reflect on own professional and personal development in this field.
2. Use knowledge and critical understanding of the nature and issues in inclusive education and theory in a specific organising field and apply these in the classroom.
3. Provide evidence of deep expertise in inclusive education through improved lesson planning and assessment.
4. Critically analyse relevant learning support materials, resources and practices, in the light of a conceptual understanding of inclusive education.
5. Demonstrate an ability in identifying, screening and assessing barriers of learners in the teaching and learning processes.
6. Illustrate critical and creative professional skills, in a variety of contexts regarding inclusive education.

Associated Assessment Criteria for Exit Level Outcome 1

• Use theories to interrogate practice.
• Develop a critical-reflective awareness of own teaching in inclusive education.
• Design appropriate learner support activities and learning and teaching materials.
• Produce lesson plans using the latest methods and techniques available and critically analyse existing learning support materials, resources and practice.
• Integrate latest learning technologies and assessment strategies into own teaching.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply a sound knowledge base and critical understanding of the nature and issues in teaching and learning in inclusive classroom.
• Draw up a personal professional development plan with manageable goals for own development.
• Deepen own understanding of the nature of inclusive education and particular issues confronting the specific organising field.
• Describe the conceptual framework of teaching and learning that gives expression to caring, accountable and critically reflective teachers who are able to support and nurture learning and development in diverse educational contexts.

Associated Assessment Criteria for Exit Level Outcome 3

• Use new insights and knowledge of pedagogical content and teaching methodology and approaches in lesson plans.
• Use appropriate resource materials to support teaching and learning in inclusive classrooms.
• Exploit learning technologies and employ innovative assessment strategies in the teaching and learning of inclusive education.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate conceptual understanding in the design of educationally sound learning experiences in which support materials, resources and practices are well-integrated.
• Apply research methodology in inclusive education in preparing a portfolio of evidence under supervision.
• Employ appropriate research methodologies in critically reviewing content, representations and reflections captured in portfolio of evidence and in research related tasks.

Associated Assessment Criteria for Exit Level Outcome 5

• Identify and select appropriate tools and procedures for inclusive classes.
• Design and plan lessons for inclusive education.

Associated Assessment Criteria for Exit Level Outcome 6

• Address current socio-economic and psycho-social challenges in a variety of contexts.

Integrated Assessment

The qualification will be offered in 1-year full time and 2-year part time delivery modes. This qualification will comply with all the policies, rules, regulations, procedures of the institution.

Integrated assessment provides an opportunity for learner teachers to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across Exit Level Outcomes. Teaching, learning and assessment are integrated and assessment is done on a continuous basis.

Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification. Assessment tasks consist of individual work or co-0operative work where research in the form of task and assignments as well as reporting is done individually or is divided between learners, or group work where groups complete a task, assignments or presentations. Some of the assessment tasks are an integration of two or more NQF Level 8 modules.

Integrated assessment is used extensively across the qualification and formative assessment takes place in various ways in the face-to-face context, including through classroom activities, written work, research-based or practical-based or observation-based assignment tasks, group projects, portfolios, essays, oral presentations, practical demonstrations, and tests. The assessment evidence will include: Assignments and/or examinations, providing evidence of the ability to apply knowledge to practice. Observations in context in order to observe ability to communicate with comprehension.

Summative assessments are integrated into the learning in that they take place at the end of each of the constituent modules/courses of the qualification. Quality assessment is central to credible certification and recognition of learner achievement. All courses are at Level 8, except 8 credits at NQF level 7 optional extra, necessitating from the learners a mastery of subject matter of greater theoretical complexity than in their undergraduate years. It also requires learners to apply this theoretical knowledge through problem solving and practice.